Description:
The purpose of this study was to identify the status and challenges of online distance education programs in post-secondary institutions in Ghana. This study was a replication of a similar study conducted in Kenya in 2009, at the University of Nairobi and Kenyatta University. This present study was conducted with an online survey using Google survey assessment. The survey requested responses from six post-secondary institutions in Ghana. Out of a total of 450 projected student responses, 309 responses were received with a 69% participation rate. A total of 14 responses were received for instructors out of a projected 30 resulting in 47% participation rate. And for administrators, 8 responses were received out of a projected 12 resulting in a 67% participation rate. Overall the study revealed that Ghana post-secondary institutions have established and incorporated online distance education into their programs, offering both online and blended courses. Some of these institutions established regional centers across the country and incorporated foreign instructors into their programs. The survey also revealed that students were satisfied with the overall online distance education program in their institutions which included the level of instruction, feedback and evaluation. However, there were still challenges revealed from the study that included the high cost of education, frequent power outages, school stoppages as a result of instructor strikes and the need to restructure courses to include projects.

Description:
The purpose of this study was to examine whether there are significant relationships between the general satisfaction of students and learner-content interaction, learner-instructor interaction, learner-learner interaction, and learner-technology interaction in 100% online courses. There were 310 responses from the students. This study did not use data from duplicate students and instructors. Excel was used to find duplicate students and instructors; therefore, 128 responses were deleted. After examination of box plots, an additional four cases were removed because they were outliers on seven or more variables. Nineteen responses were deleted because they did not answer all questions of interest, resulting in a total sample of 159 students. Multiple regression analysis was used to examine the relationship between the four independent variables and the dependent variable. In addition to tests for statistical significance, practical significance was evaluated with the multiple R2 , which reported the common variance between independent variables and dependent variable. The two variables of learner-content and learner-instructor interaction play a significant role in predicting online satisfaction. Minimally, the variable learner-technology can predict online satisfaction and is an important construct that must be considered when offering online courses. Results of this study provide help in establishing a valid and reliable survey instrument and in developing an online best learning environment, as well as recommendations for institutions offering online learning or considering the development of online learning courses.

Description:
The changing landscape of demographics, technology, and diversity in the learning environment is challenging schools around the world to rethink their approaches to the implementation of high-quality teaching practices. Classroom practices are becoming more complex because educators have to ensure that their students are well-equipped with 21st century skills (e.g., Darling-Hammond, 2010; Dede, 2010; Griffin, McGaw, & Care, 2012). Educators, curriculum developers, and school administrators need to be more than experts in pedagogy. They are now required to keep up with current ideas, innovative instructional practices, and the results of a variety of educational reform efforts. Believing that teachers’ beliefs are the most important psychological construct with regard to instructional practices (Pajares, 1992) and that teachers’ beliefs are related to their choice of classroom practices and, ultimately, the students’ performance (Bybee, Taylor, Gardner, Van Scotter, Powell, Westbrook, & Landes, 2006; Staub & Stern, 2002), the author of this study utilizes the international data set of the Teaching and Learning International Study (TALIS) 2013 to examine the associations between teachers’ constructivist beliefs, their self-efficacy beliefs, professional activities, and the school principals’ instructional leadership as related to lower secondary school teachers and principals in South Korea, Finland, and Mexico. These three countries represent the high and low performers in the global index of cognitive skills and educational attainment (Pearson, 2014). An account of their educational practices will provide some insights for stakeholders in school systems across nations. Nevertheless, it is important to understand that each country has unique teaching and learning conditions, and that conclusions reached in relation to such conditions do not apply across nations. A series of hierarchical linear modeling (HLM) studies were performed for the present work to provide evidence-based information with practical implications to school administrators and educational policymakers regarding the development and implementation of leadership programs and ...

Description:
The study had four main hypotheses that examined the relationships between job satisfaction and the reasons for attending continuing professional education (CPE). The purpose of this study was to examine the relationships between training and job satisfaction with the objective of adding to the body of knowledge related to both job satisfaction and training and development. Participation Reasons Scale was used to measure the reasons for attending CPE activities, and the Job in General Scale and Job Descriptive Index was used to measure job satisfaction. The surveys were administered over the Internet to information technology professionals working in higher education. The participants were contacted by email with a message explaining the purpose of the research and a Web link that took the participants directly to the survey. After collecting the data, it was exported into SPSS and analyzed using Spearman Rho and Mann Whitney U statistics and a simple structure exploratory factor to determine any underlying structures between the job satisfaction and CPE.

Description:
Although previous studies have considered the factors affecting other certification exam outcomes, they have not examined those that are related to performance on the Professional in Human Resources (PHR) exam. In response to that need, this study specifically investigates technology and training factors that affect self-efficacy and self-set goals, and through them, influence PHR certification exam results. The target population for the study consisted of recent examinees who had taken a formal PHR examination preparation class or used another form of exam preparation training. The survey results were analyzed using partial least squares modeling techniques, and mediation effects were then tested. The results demonstrated that PHR training self-efficacy affected PHR exam self-efficacy and self-set goals. These factors then had an impact on PHR exam scores. Also, the results of task-technology fit were indirectly related to PHR training self-efficacy through a multiple mediation model that included the instructional factor of time on task and the technology factor of perceived usefulness. Surprisingly, time spent on practice exam questions was found to be negatively related to PHR certification exam scores. Finally, instructional feedback indirectly affected outcomes through its positive relationship to self-set goals. The results of the research should help training professionals and examinees in structuring PHR exam training and preparation activities. They also suggest avenues for improving outcomes in other similar types of training.

Description:
This study examined the signaling strength, or marketing power, of the most common qualifications of entry-level biomedical equipment technicians (BMETs) in Texas, based on stated hiring preferences of BMET managers, using order ranking of fictitious resumes. This study also sought to determine whether certification status, education background, military training background as a BMET, or type of employer [hospital or ISO] of the hiring manager had an effect on hiring preference for applicant qualifications of associate degree, military training as a BMET, or certified biomedical equipment technician (CBET) certification candidacy. Participants were asked to rank 16 fictitious resumes representing the most common qualifications of entry-level BMETs and to fill out a background questionnaire regarding their education, military, certification, and employer. The number of times each resume ranked in first place was tabulated and inter-rater reliability was calculated. Resumes with qualifications of associate degree versus military training as a BMET were compared at three levels of work experience. A chi-square test for independence was conducted for the comparisons to determine whether work experience influenced preference. Chi-square tests were also conducted for comparisons of associate degree with candidacy for CBET certification versus associate degree and military training with CBET candidacy versus military training. No statistically significant results were found for the chi-square tests, indicating that work experience did not significantly influence participant preferences for the compared qualifications. BMET hiring managers indicated a preference for combinations of qualifications rather than any single qualification. Correlations in hiring managers' educational background, certification status, military training as a BMET, type of employer, and preference for applicant qualifications were examined. Statistically significant correlations were found between participants' preference for associate degree or military training and level of education, military training background, and type of employer. Statistically significant correlations were also found between participants' preference of military training with ...

Description:
This study examined training evaluation practices in U.S. nonprofit sector organizations. It offered a framework for evaluating employee training in the nonprofit sector and suggested solutions to overcome the barriers to evaluation. A mail survey was sent to 879 individuals who were members of, or had expressed an interest in, the American Society for Training and Development. The membership list consisted of individuals who indicated association/nonprofit or interfaith as an area of interest. Data from the survey show that training in the nonprofit sector is evaluated primarily at Level 1 (reaction) and Level 2 (learning). It also shows decreasing use from Level 3 (application) through Level 5 (ROI). Reaction questionnaires are the primary method for collecting Level 1 data. Facilitator assessment and self-assessment were listed as the primary method for evaluating Level 2. A significant mean rank difference was found between Level 2 (learning) and the existence of an evaluation policy. Spearman rho correlation revealed a statistically significant relationship between Level 4 (results) and the reasons training programs are offered. The Kruskal-Wallis H test revealed a statistically significant mean rank difference between "academic preparation" of managers with Level 3 evaluation. The Mann-Whitney U test was used post hoc and revealed that master's degree had a higher mean rank compared to bachelor's degree and doctorate. The Mann-Whitney U test revealed that there were statistically significant mean rank differences on Level 1, Level 2, Level 3, and Level 5 evaluation use with the barriers "little perceived value to the organization," "lack of training or experience using this form of evaluation," and "not required by the organization." Research findings are consistent with previous research conducted in the public sector, business and industry, healthcare, and finance. Nonprofit sector organizations evaluate primarily at Level 1 and Level 2. The existence of a written policy increases ...

Description:
The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge gained from the lesson (cognitive domain of learning) and perceptions of mental effort involved. Independent samples t-tests were used to compare the mean performance scores of the treatment groups (i.e. the sections using redesigned materials) versus the control groups for all three courses. Cohen's d was also computed to determine effect size. Mental effort scores were similarly compared for each group on the overall cognitive load score, for a total of six data points in the study. Of the four hypotheses examined, three (H1, H2, H4) found no statistically significant difference between the experimental and control groups. Negative significance was found between the experimental and control group on the effect of modality (H3). On measures of cognitive load, no statistically significant differences were found.

Description:
The purpose of this study was to examine a school-to-career program created and operated by a non-profit organization called Jobs for America's Graduates, Inc. (JAG). During the school year 2003-2004, they provided this service to 12,205 students in 426 schools and 21 states. Data was collected to measure the following: (a) were they successful in helping students graduate from high school, find a career, enter postsecondary education or the military; (b) how many of the youth were still employed 12 months after graduation; and (c) did school demographic and socioeconomic factors affect JAG's performance. JAG is a 25 year old organization that works with at-risk youth to help them graduate from high school and move into gainful employment, further education or the military. They provide students with nine months of in school instruction, mentoring, career connections and 12 months of follow-up service. Data was collected by job specialists through job placement reports and 12 month follow-up reports. School demographic and socioeconomic information was collected via the Internet. This study discovered that JAG students are graduating from high school at levels well above the national rates, attaining 90% graduation rather than the average of 68% (Swanson, 2004a). A year after graduation the data revealed similar good news: 25% were enrolled in college, 5% in the military and 55% were working full time. Another interesting revelation showed that neither high school socioeconomic or demographic factor affected the high school graduation rate for JAG participants, which is contrary to most current research.

Description:
This report analyses the NHES: 2005 data to present the state of American education in reference to “adult” participation in education. Psychosocial interaction theory is applied to the social event of attaining adulthood to analyze and report the propensity of American adults to participate in non-compulsory adult education. The review of the literature of perceptual demographic variables of adult attainment: age, prior education, subordinate responsibility, child-age dependent care, marital status, job stability, and home ownership. The analysis compares the data of participants and non-participants of non-compulsory adult education using binomial logistic regression analysis with tests, for a 95% confidence level and .05 significance. Included is a discussion of how appropriately aligned development opportunities and experiences may further increase education effectiveness and performance outcomes.

Description:
In recent years, considerable concern has arisen over cross-national student’s math achievement. A number of studies focusing on eighth grade student’s math achievement have been published. However, the most important role we should consider is not only students, but also teachers. A good teaching training program could help teachers improve their teaching expertise and student’s math achievement. Moreover, most studies only focused on explained predictions of the effect between potential factors. Therefore, the purpose of this study is to implement a hierarchical linear model and cluster analysis techniques to re-examine the Trends in International Mathematics and Science Study (TIMSS) 2011 among eighth grade students in the United States (U.S.), South Korea, Singapore, and Taiwan. These techniques were applied to provide a teacher characteristics and student math achievement model and identify a new institutional typology based on the pattern of teacher characteristic types and countries. Based on these patterns and model, this study presented the findings, as well as suggestions for improving educational policies and teaching training program in, South Korea, Singapore, Taiwan, and the U.S.

Description:
Self-concept, discussed as a scholarly topic since the time of Socrates and Plato, is an important theoretical construct in education because self-concept is considered to be a desirable trait and a facilitator of positive future behavior. The purpose of this study was to examine the relationship between the characteristics of students enrolled in career and technical education (CTE) programs and students' self-concept scores as measured by specific subscales from the Self-Description Questionnaire (SDQ). A total of 196 male and 89 female secondary students (Grades 9-12) enrolled in arts, audio/video technology and communications cluster courses in North Central Texas school districts participated in the study. Student characteristic variables of interest were age, gender, CTE program enrollment, and participation in CTE. The self-concept subscales analyzed were General, Academic, Verbal, Math, and Problem Solving. A canonical correlation analysis was conducted using the four student characteristic variables as predictors of the five self-concept variables to evaluate the multivariate shared relationship between the two variable sets. The full model across all functions explained about 23% of the variance between the variable sets. Function 1 explained 15% of the shared variance and Function 2 explained 7% of the variance that remained. This study detected a relationship between specific student characteristics and self-concept as measured on certain domain-specific first-order factors. Gender and participation in CTE were found to be related to verbal self-concept and problem-solving self-concept. Results suggest that females in arts-based CTE programs have a higher verbal self-concept than their male counterparts; male students have a higher problem-solving self-concept. Results further suggest that students with a high level of participation in CTE also have high verbal and problem-solving self-concepts.

Description:
Bombarded by constant and rapid change, healthcare organizations feel a sense of urgency to meet their needs for leaders. They rely on physicians to lead at all levels in their healthcare organizations. For them to successfully navigate today's healthcare environment, they require more than a medical education. To address this need, healthcare organizations are developing in-house leadership development programs.In this paper, I conduct a case study of physicians transitioning into leadership and their self-efficacy facilitated through an in-house leadership development program. Documentation, semi-structured interviews, and observations are examined to explore how physicians think about their leadership experiences following their participation in a six-month leadership development program.The study also explores at a high-level how these experiences influenced physician's self-efficacy as a first step in developing a theory of physician leadership and self-efficacy.

Description:
This qualitative study explored the overall impact of training HVAC technicians using the SightPros-VirTechs system for remote, wireless, internet video assistance at a small HVAC company, Metro Environmental. John Thomason, the president/co-owner developed a website and a new SightPros communication tool that allows wireless, one-on-one, just-in-time, high-quality, video-monitored instructions between an expert at one site and a technician at another site. Metro Environmental successfully used the SightPros-VirTechs system to train a new apprentice remotely. The apprentice and expert changed their normal and routine physical activities because the expert worked remotely and the apprentice worked on-site. Within just a few months, the apprentice proved competent enough to go to customer accounts without more experienced technicians nearby. The technicians express excitement about the SightPros communication tool as a way to contact remote experts whenever needed. The customer and business contacts also give good reviews and suggest other benefits. The expert permanently captures the communications so the company can use the saved video for many applications, especially training. The dissertation provides a list of recommendations to trainers/educators for similar applications.

Description:
The ability for an organization to innovate has become one of the most important capabilities needed in the new knowledge economy. The research has demonstrated that an organization’s culture of innovation in particular predicts organizational innovativeness across multiple industries. To provide support to these organizations in their abilities to understand the culture of innovation, researchers have developed instruments to measure culture of innovation, and while many of these instruments have been widely used to inform organizational opportunities for improvement, few of these instruments have been validated or replicated beyond their initial use. The current study employs multiple factor analytic methods to validate the factor structure of the Innovation Quotient instrument developed by Rao and Weintraub and assess the extent to which the instrument is reliable for multiple organizational groups. The results of this study, as well as implications for researchers interested in culture of innovation, are presented.

Description:
As work environments become more complex and demanding, organizations are becoming more interested in measuring the impact of their human resource development programs and initiatives. With this increased attention on data and measurement, human resource professionals have been encouraged to utilize data collection and data analysis techniques to make more objective and rationale human capital decisions and to verify business impact. As a result, the human resource profession has seen a significant increase in the use of surveys to measure anything from training effectiveness to the efficacy of recruitment procedures. The increase in the use of survey instruments requires that more focused attention is placed on the reliability and validity of data from any instrument used to make important human resource and business decisions. One instrument that is currently being used to measure career plateaus and job fit is the Work Perceptions Profile. The purpose of this research study was to conduct a construct validity analysis of the Work Perceptions Profile data and to determine the factor structure of data from its items. The data in this analysis supported a two-factor model structure with the first factor measuring Work Characteristics and a second factor measuring Performance. The results of this analysis will be helpful in exploring further how employees perceive their work place, their careers and their relationships with others within the organization.

Description:
Undergraduate enrollment in colleges and universities has grown and changed drastically over the past 2 decades, with a significant portion of this growth coming from the increased number of nontraditional students who have made the decision to make their way onto college and university campuses to pursue a college degree. Due to these changes, many institutions of higher education have had to rethink the way they have historically operated. In an attempt to better meet the needs and demands of adult nontraditional students, colleges and universities have reviewed their existing programs and instituted programs that allow for the awarding of academic credit for prior learning. For those institutions of higher education involved in the prior learning assessment (PLA) process and interested in providing a quality program, an increased emphasis and focus should be on the importance of determining what a learning activity is, and more importantly, what constitutes college-level learning. This study focused on the identification and profiling of prior learning assessment (PLA) processes in Texas public universities offering nontraditional baccalaureate degree programs, the identification of commonalties among such programs, and the determination of program quality based on established standards. The instrument utilized in this study was designed on Urban Whitaker's 10 Standards of Good Practice. The population consisted of those public institutions of higher education in Texas that offer the Texas CIP code 30.9999.40 - Applied Arts and Sciences - baccalaureate degree. A within-stage mixed-model methodology was used. Open-ended questions were used to strengthen the data obtained from the quantitative portion. This research study suggests that, although there are similarities with regards to the types of PLA processes used in the awarding of PLA credit, many of the organizations could benefit from an evaluation of their current policies, procedures, and/or common practices related to the process of awarding credit ...

Description:
The purpose of this study was to provide a snapshot of current Human Resources (HR) and Management curricula of four-year public universities in Texas in 2016 and evaluate their alignment with the competencies of the SHRM Competency Model®. This study used a mixed methods approach and analyzed course syllabi for a purposeful sample of 21 public universities in Texas. The course objectives referenced explicitly and/or implicitly all nine competencies. Three courses encompassed all nine competencies, and 84% of all programs demonstrated alignment with the competencies. “Business Acumen”, “Critical Evaluation”, “Communication” and “Relationship Management” were the most frequently referenced competencies in course syllabi. “Consultation” appeared the least frequently. This comprehensive analysis revealed that there is alignment between course curricula of public universities in Texas and competency expectations of graduates wishing to pursue a career in Human Resources. Recommendations applied to four areas including scholarship, university administration, professional associations, and practitioners.

Description:
Many are beginning to see the promise that the quantum world has offered those who manage and lead organizations (Wheatley, 1992; Zohar, 1997). The Newtonian world is one in which all "things" are reduced to their smallest parts, separated, divided, and analyzed with predictability, with complete control being the ultimate goal. The quantum world is one of infinite possibilities, infinite fields of influence, and infinite relationships. The hallmark characteristics found in a manager who has been schooled in the quantum sciences are flexibility, responsiveness, synchronicity, serendipity, creativity, innovation, participation, and motivation. In a quantum organization there is the constant awareness of the whole system, but there is also diversity (wave or particle), which allows for self-organization that is based on the environment and its requirements. In the quantum world many paths lead from A to Z, and depending on the path chosen, numerous realities wait to unfold. It was the goal of this research to explore the changing of leader behaviors through exposure to the models and theories found in quantum physics. From a quantum perspective this behavior change is possible; the only question is the readiness, willingness, and ability of the leaders to allow their behaviors to be surfaced and challenged. These are indeed the greatest challenges for all people as they proceed through life and work - readiness for change, willingness to change, and ability to surface key areas where change is needed.

Description:
Web-based instruction has fast become a common component of higher education. Although such instruction began as a supplemental form of interaction, it has now become a basic aspect of many college courses and degree programs. If teacher and student are not in the same place at the same time, it becomes necessary to introduce a communications medium that will not only deliver information but also provide a channel of interaction between them. This study focused on faculty training and development programs designed to impact Web-based instruction in higher education at the five largest state-funded universities in Texas within a college of education. The instrument used in this study was developed by the research to collect data relating to faculty perception of training and development opportunities available to them at their institutions, perceptions of administrative support, and technical support. The objective was to determine if there was a relationship between these items listed above and faculty members' levels of confidence and perceptions of effectiveness when teach Web-based courses. The population consisted on 151 faculty members at the University of Texas at Austin, Texas A&M University, the University of Houston, the University of North Texas, and Texas Tech University. This research study suggests that full-time tenure track faculty members at the five largest state-funded universities in Texas perceive that the amount of formal training they have received increases their ability to teach Web-based courses effectively and that the amount of formal training received also increases their perceived level of confidence when teaching Web-based courses. The researcher discovered similar results when faculty members were asked about their perceived level of institutional commitment and current initiatives for teaching Web-based courses.

Description:
When expenses become an issue, training is often one of the first budget items to be cut. There have been a number of evaluation studies about rates of return from training interventions. Most results are based on interviewing participants about the value of the intervention and its effect on their productivity. This often results in quadruple digit return on investment indications. Decision makers who control the budget often view these kinds of results with skepticism. This study proposes a methodology to evaluate training interventions without asking participants their opinions. The process involves measuring learning through a series of pre-tests and post-tests and determining if scores on pre-tests can be used as predictors of future return on investment results. The study evaluates a series of return on investment scores using analysis of variance to determine the relationship between pre-tests and final return on investment results for each participant. Data is also collected and evaluated to determine if the financial results of the organization during the period of the training intervention could be correlated to the results of the training intervention. The results of the study suggest that the proposed methodology can be used to predict future return on investment from training interventions based on the use of pre-tests. These rates of return can be used as a method of selecting between competing training intervention proposals. It is a process that is easily understood by the key decision makers who control the allocation of financial resources. More importantly, it is a process that can maximize the value of each dollar spent on training.

Description:
The purpose of business training programs is to improve performance, which improved performance changes leadership behaviors based on the knowledge, skills, and abilities (KSAs) learned in training. One of the most common criticisms of leadership training is the tendency to focus on teaching theory but not on applying theory into practice, that is, transfer of learning. Research usually ends at the point of identifying, describing, or measuring factors that influence transfer. Ongoing research must identify what constructs in the transfer of learning process should be effectively changed or managed. There is a gap in research on the degree to which performance improvement through KSAs learned in a simulation training program actually transfer to the work environment. Additional research is needed that examines the relationship between transfer of learning and intent to transfer, which are critical outcomes in the field of human resource management and development. The purpose of the study was to examine the relationship between intent to transfer and four constructs in the transfer of learning process during a simulation-based leadership training program. Participants completed self-report assessments that measured the relationships between intent to transfer and four constructs: ability, motivation, work environment, and learner readiness. A correlational design was administered using a population of mid-level managers in a telecommunications organization.

Description:
Globalization in the past few decades has been marked by increased mobility of highly skilled workers from one country to another. Even though self-initiated expatriation is a widespread phenomenon, it is a relatively under-researched phenomenon in the academic literature, especially in an organizational context. Existing literature shows that not all individuals are equally suited to embark on a new life in another country, and self-initiated expatriates (SIEs) could be particularly susceptible to failure since they have no support from a home organization. This study was designed to investigate the experiences of self-initiated professional expatriates and the effect it had on their work performance. The purpose was to understand how their organizational and social experience affected their cross-cultural adjustment process and in turn affected their individual work performance. The researcher used a qualitative method using semi-structured interviews, observations, and documents with ten self-initiated expatriates. This study contributed to the expanding literature on the experiences of self-initiated expatriates, specifically how different support systems affected cross-cultural adjustment and individual work performance.

Description:
The primary purpose of this study was to test the theory of experiential learning by measuring to what extent work experience predicts the work ethic characteristics of students in baccalaureate nursing programs at three regional universities in Texas, including Midwestern State University in Wichita Falls, Tarleton State University in Stephenville, and West Texas A&M University in Canyon. Work experience is the amount full-time or part-time on-the-job experience. Work ethic attributes are referred to as considerate, ambitious, dependable, and cooperative. Results generated in this study failed to reject the null hypotheses, which means that work experience, does not provide evidence of the ability to predict the development of work ethic characteristics in baccalaureate nursing students who participated in this research study. Knowledge generated in this study provided alternative directions for future research with respect to the relationship between work experiences and work ethic characteristics in nursing students. Such research may be useful to nursing educators and trainers in the design and delivery phases of the educational process for nurses.

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